5th Grade - Gateway 1
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Focus & Coherence
Gateway 1 - Meets Expectations | 100% |
|---|---|
Criterion 1.1: Focus | 2 / 2 |
Criterion 1.2: Coherence | 4 / 4 |
Criterion 1.3: Coherence | 8 / 8 |
The materials reviewed for Grade 5 meet the expectations for gateway 1. These materials do not assess above-grade-level content, and they spend the majority of the time on the major clusters of each grade level. Teachers using these materials as designed will use supporting clusters to enhance the major work of the grade. These materials are consistent with the mathematical progression in the standards and students are offered extensive work with grade level problems. Connections are made between clusters and domains where appropriate. Overall, the Grade 5 materials are focused and follow a coherent plan.
Criterion 1.1: Focus
The instructional material reviewed for Grade 5 meets the expectation for this criterion by not assessing any topics before the grade level in which the topic is introduced in the standards. No above-grade-level content was assessed on mid-module or end-of-module assessments in any module. All assessments, rubrics and topics relate to Grade 5 standards. Students are assessed on fluency with addition and subtraction of fractions, place-value understanding within decimals and understanding of volume among other topics.
Indicator 1a
The instructional material reviewed for Grade 5 meets the expectations for focus within assessment. Overall, the instructional material does not assess any content from future grades within the summative assessment sections of each module.
- No above-grade-level content was assessed on mid-module or end-of-module assessments.
- All assessments, rubrics and topics relate to Grade 5 standards or below.
- The summative assessments focus on grade-level topics.
- Students are assessed on their fluency for multiplication with larger numbers.
Criterion 1.2: Coherence
Students and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.
The instructional material reviewed for Grade 5 meets the expectations for focus by spending the majority of the time on the major clusters of the grade. This includes all clusters within 5.NBT and 5.NF and cluster C within 5.MD.
Indicator 1b
Instructional material spends the majority of class time on the major cluster of each grade.
The instructional material reviewed for Grade 5 meets the expectation for focus by spending the majority of the time on the major clusters of the grade. This includes all clusters within 5.NBT and 5.NF and cluster C within 5.MD.
- While some lessons include multiple standards, approximately 95 out of 140 lesson days are devoted to major work.
- More than 65% of the lessons are explicitly focused on major work, with major work often included within supporting work lessons as well.
- Of six modules, modules 1, 2, 3, 4 and 5 address major work with only a few lessons devoted to additional and supporting work.
- Module 6 consists of additional and supporting work with a few major work lessons included.
- Of the 31 assessment days, 22 are devoted to major work.
Criterion 1.3: Coherence
Coherence: Each grade's instructional materials are coherent and consistent with the Standards.
The instructional materials reviewed for Grade 5 meet the expectations for coherence. The materials use supporting content as a way to continue work with the major work of the grade. For example, students use their data collection for plotting lines to continue their work on fractions. The materials include a full program of study that is viable content for a school year, including 180 days of lessons and assessments. This set of materials is consistent with the mathematical progression of learning set forth in the standards. All students, including those who are struggling, are given extensive work on grade-level problems, and this work progresses mathematically. The instructional materials are visibly shaped by the cluster headings in the standards including the specific mention of using equivalent fractions as a strategy for adding and subtracting fractions. Connections are made between domains and clusters within the grade level. For example, materials make connections between conversions and operations and between volume and multiplication. Overall, the Grade 5 materials support coherence and are consistent with the progressions in the standards.
Indicator 1c
Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.
The instructional materials reviewed for Grade 5 meet the expectations for their use of supporting content as a way to enhance coherence. For Grade 5, reviewers focused on the use of data and conversion of measurements as methods for supporting operations with whole numbers and fractions.
- In module 1, students are using powers of 10 in metric conversions with place value strategies.
- In module 2, students are solving word problems on measurement using whole number and decimal multiplication.
- Module 4 includes the use of line plots with fractions.
- In module 4, students use data to multiply fractions using a number line.
- Module 4 uses expressions with operations and algebraic thinking to multiply and divide fractions and decimals.
Indicator 1d
The amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.
The instructional materials reviewed for Grade 5 meet the expectation for this indicator by providing a viable level of content for one school year.
- Materials provide for 180 days of instruction and assessment.
- Lessons are expected to be 60 minutes.
- Lessons generally include fluency practice, application problems, concept development and a student debrief.
- The materials are structured so that a teacher could make modifications if necessary.
- While a district, school or teacher would not need to make significant changes to the schedule set forth, reviewers indicated concerns for the volume of lessons.
- Some lessons may take longer than indicated.
- Days are included at the end of the year for culmination activities and preparation for summer practice.
Indicator 1e
Materials are consistent with the progressions in the Standards i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work ii. Materials give all students extensive work with grade-level problems iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.
The instructional materials reviewed for Grade 5 are consistent with the mathematical progressions in the standards meeting the expectation for this indicator.
- The problem types included in the application problems show an increasing level of difficulty.
- Foundational standards from Grade 4 are included for each module.
- In later modules, standards from earlier in the school year are listed as foundational standards. For example, module 5 includes standards from Grade 3, Grade 4 and Grade 5.
- The modules progress through place-value and beginning decimal work to operations on fractions. The students are then expected to use this content to calculate area and volume.
- Problem sets in each module offer students extensive work on grade-level problems.
- Within the differentiation sections teachers are given suggestions for supporting struggling students while continuing to expect that students work on grade level problems.
- Suggestions for supporting the English language learner (ELL) continue the high level of expectations for these students.
- Teacher notes include suggestions for advanced students to continue working within their grade level while deepening their understanding of the content.
Indicator 1f
Materials foster coherence through connections at a single grade, where appropriate and required by the Standards i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings. ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.
The instructional materials reviewed for Grade 5 foster coherence through connections in the grade.
- Module 3 includes a lesson titled "Add fractions with Unlike Units Using the Strategy of Creating Equivalent Fractions," which is similar to the cluster heading "Use Equivalent Fractions as a Strategy to Add and Subtract Fractions."
- Several lesson in module 4 include an objective related to a cluster heading "Apply and Extend Previous Understandings of Multiplication and Division to Multiply and Divide Fractions."
- Module 1 connects the conversion of units of measure with place value.
- Module 4 connects 5.OA to word problems involving fractions and 5.MD to 5.NBT and 5.NF.
- Module 6 connects graphing number patterns from rules to coordinate planes.
- Module 5 links area with fractional sides: 5.G and 5.NF.
- Module 5 links volume and multiplication and addition.
- Module 6 includes multistep word problems in 5.NF, 5.MD, and 5.G domains.